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2010 Director's Annual Report - Algoma District School Board

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Improving Learning for Every Student<br />

<strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> - Reaching to the Future<br />

PS= 75%<br />

GR= 85%<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

2/3 = 66.6%<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students<br />

1


2<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Table of Contents<br />

2 Message from Director<br />

3 Message from Chair<br />

4 Literacy<br />

6 Numeracy<br />

8 Pathways<br />

12 Assessment<br />

14 Community, Culture & Caring<br />

16 Technology<br />

18 Leadership<br />

20 Equity & Inclusive Education<br />

22 Expanding Full Day Junior<br />

Kindergarten Sites<br />

24 EQAO Results<br />

26 Budget<br />

27 <strong>Board</strong> Profile<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students<br />

1


2<br />

Message from Director<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

R.H. Forman is quoted as saying<br />

“In the pursuit of excellence,<br />

there is no finish line.”<br />

As we look back, it is very clear<br />

that thanks to the hard work and<br />

dedication of our staff, joined in<br />

partnership with the Ministry of<br />

Education, parents and community<br />

partners, our students are<br />

performing better and are demonstrating<br />

continuous improvement.<br />

When we compare our results<br />

over the last seven years, our data on our literacy scores show that<br />

the number of Grade three students achieving at level 3 or 4 have<br />

improved by 10% in Reading, and 14% in Writing and by 22% in<br />

Reading and 22% in Writing in Grade six. Our numeracy scores show<br />

that the number of Grade three students achieving at level 3 or 4 have<br />

improved by 14% and by 13% in Grade six.<br />

In Secondary, the number of students successful on the Ontario<br />

Secondary Literacy Test have improved by 16% and in the Grade nine<br />

mathematics tests, students achieving at level 3 or 4 have improved by<br />

25% in applied mathematics and 13% in academic mathematics.<br />

The Director’s report is a great opportunity to highlight these<br />

encouraging results as well as other accomplishments of the past<br />

year. It is also an opportunity to express our sincere appreciation for<br />

everyone’s contribution to our success on our journey along the road<br />

to excellence.<br />

As an educational system, we have been working well together to<br />

align our mission, vision and value statements. We continue to be<br />

committed to our priorities of raising the bar, closing the gap, increasing<br />

the retention rate and maintaining public confidence.<br />

Our road map continues to rely on the five pillars – literacy, numeracy,<br />

pathways, assessment and a community of culture and caring.<br />

These road signs are maintaining our focus and direction in making<br />

differences in improving learning for all our students.<br />

Currently, there are several initiatives under way in our <strong>Board</strong>. This<br />

past year, some of our key initiatives included the expansion of fullday<br />

kindergarten, the implementation of the Growing Success<br />

Document, Safe <strong>School</strong>s Act, Equity and Inclusive strategies, <strong>School</strong><br />

Accommodation Reviews and the construction of three brand new<br />

schools.<br />

We hope you agree with us, that this Director’s <strong>Report</strong> captures the<br />

enthusiasm and optimism in our pursuit of excellence for 11,000<br />

students, by 1500 staff members, supported by thousands of parents<br />

and community partners.<br />

We thank everyone for the on-going commitment to improve learning<br />

for the students of the <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong>. What we do<br />

matters. We are making a difference.<br />

Sincerely,<br />

Mario F. Turco<br />

Director of Education<br />

CAPTION: SENIOR ADMINISTRATION Back Row (left to right) Joe Santa Maria, Superintendent of Business; Mario Turco, Director of Education; Joe Maurice, Superintendent of<br />

Education Front Row (left to right) Lucia Reece, Kime Collver, Asima Vezina, Superintendents of Education<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


Message from Chair<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Each year the <strong>Algoma</strong> <strong>District</strong><br />

<strong>School</strong> <strong>Board</strong> reviews areas of<br />

success and areas for improvement<br />

with Senior Administration,<br />

Principals, Vice Principals, Managers,<br />

Program Staff and school<br />

communities.<br />

Each year, we also review and<br />

update our <strong>Board</strong>’s Strategic and<br />

Improvement Plan and share it<br />

with all staff, administration and<br />

community partners. In fact it is<br />

placed on our website for any member of the public to view also. The<br />

<strong>Board</strong> Strategic and Improvement Plan also contains our System and<br />

SMART Goals. SMART Goals are the Specific, Measurable, Attainable,<br />

Realistic and Timely goals which are set to move us forward in an<br />

effort to make even more progress aligning our focus through the<br />

JK-12 approach.<br />

The <strong>Board</strong> Strategic and Improvement Plan is an important document<br />

– a tangible reminder of where we have been, where we are going,<br />

what our goals are and how we are working towards them together.<br />

This, the Director’s <strong>Annual</strong> <strong>Report</strong>, is another important way for us<br />

to communicate with all of our stakeholders. We want to share our<br />

accomplishments, and the direction we are going with those who are<br />

most impacted.<br />

We hope you will take the time to look through the <strong>2010</strong> Director’s<br />

<strong>Annual</strong> <strong>Report</strong> and, within the pages, come to recognize our on-going<br />

commitment to the students of the <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong>!<br />

Sincerely,<br />

Wanda McQueen<br />

Chair<br />

This year we said farewell to Trustee Brent Rankin<br />

(Central <strong>Algoma</strong>). Brent served as school board<br />

trustee for 7 years. He retired from the <strong>Board</strong><br />

and ran for Mayor of the Town of Thessalon, a<br />

position to which Mr. Rankin was elected. We<br />

thank Brent for his invaluable time, expertise<br />

and dedication.<br />

CAPTION: BOARD OF TRUSTEES Back Row (Left to Right) Alex McKee, Central <strong>Algoma</strong> Student Trustee; Harry Jones, First Nation Representative; Russell Reid, Michipicoten,<br />

Chapleau, Hornepayne; Larry Pallot, Prince & Unorganized Townships; Joel Robert, Central <strong>Algoma</strong>; Graham Lidstone, SSM Ward 2; Robert McEachren, North Shore, Hwy 17; and<br />

Jordan Knorz Michipicoten Student Trustee. Front Row (Left to Right) Gladys Wiggins, Elliot Lake; Vice Chair Jennifer Sarlo, SSM Ward 1; Chair Wanda McQueen, SSM Ward 6;<br />

Karen Morin, SSM Ward 3; Susan Thayer, SSM Wards 4 & 5.<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students<br />

3


4<br />

Literacy<br />

The ability to use language and images in rich and varied<br />

forms to read, write, listen, speak, view, represent, and think<br />

critically about ideas.<br />

From 3 To 3 Developing Literacy Through Story<br />

Oral language development is the foundation to all forms of literacy<br />

and is also the foundation of our Early Learning Kindergarten Program.<br />

The ADSB is pleased to be in partnership with Dr. Mary Thelander,<br />

implementing a focus on oral language through the From 3 to 3©<br />

program. The goal of From 3 to 3© is to improve literacy through<br />

the development of language (vocabulary, grammar, syntax) narrative<br />

(story) and social reasoning (the ability to interpret the perspectives,<br />

thoughts, knowledge and beliefs of others).<br />

From 3 To 3 © includes a curriculum of oral stories, rhymes and<br />

chaining rhymes to develop children’s narrative ability and a selection<br />

of specifically chosen children’s literature to develop children’s social<br />

reasoning, critical thinking and vocabulary.<br />

Through oral language development, children have better working<br />

memory, increased attention and greater ability to understand and<br />

represent complex material. Children are choosing to write and writing<br />

more. Teachers are impressed with their children’s narrative ability as they<br />

are able to retell oral stories and rhymes.<br />

Teachers are enthusiastic about the program and the material. We are<br />

looking forward to hearing all the wonderful stories that teachers,<br />

parents and children bring to us in the form of video clips, pictures,<br />

stories and rhymes.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Professional Learning Communities (PLCs)<br />

ADSB teachers and administrators continued to participate in<br />

Professional Learning Communities (PLCs). In a PLC, teachers and<br />

administrators analyze and use student work and student data<br />

to determine strengths and needs in both student learning and<br />

instructional practices. Research has shown that job-embedded<br />

learning is the most effective way to support teachers and increase<br />

student achievement. The PLC encompasses all five Standards of<br />

Practice for the Teaching Profession:<br />

•<br />

•<br />

•<br />

•<br />

•<br />

Commitment to Students and Student Learning<br />

Leadership in Learning Communities<br />

Ongoing Professional Learning<br />

Professional Knowledge<br />

Professional Practice<br />

The Teaching-Learning Critical Pathway (TLCP) is the model used<br />

to organize actions for student learning and teaching in a PLC. It<br />

embraces the belief and understanding that all students can learn and<br />

all teachers can teach to high standards and articulate their practice.<br />

DID YOU KNOW?<br />

Our total enrolment as of October 31, <strong>2010</strong> is 10,960.<br />

Our Actual (Headcount) number for Secondary = 4,453<br />

Our Actual number for Elementary = 6,507<br />

CAPTION: (1) Dr. Mary Thelander leads a group of ADSB teachers in “From 3 To 3 © ” training. (2) Junior and Intermediate teachers and Principal from Johnson-Tarbutt are part of a<br />

Professional Learning Community. (3) System Improvement team member Barb Jarvis (Principal of Sir James Dunn PS) is involved in Instructional Core training, Sudbury ~ May <strong>2010</strong>.<br />

1<br />

2 3<br />

Included, we have 1,245 Self-Identified<br />

students in our <strong>Board</strong>. There are 936 First<br />

Nation students, 302 Métis students<br />

and 7 Inuit students.<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


<strong>School</strong>s in the Middle<br />

Through the Effective Leadership, Effective <strong>School</strong>s strategy, seven<br />

ADSB elementary schools were identified by the Ministry as ‘good<br />

schools with a potential to move to greatness’. The ADSB System<br />

Improvement Team, comprised of Supervisory Officers, Elementary and<br />

Secondary Principals, and Program staff supported the improvement<br />

of instructional effectiveness and pedagogy within and across these<br />

“<strong>School</strong>s in the Middle” over the course of the school year. Through<br />

professional dialogue and study, teachers and administrators continued<br />

their learning of:<br />

•<br />

•<br />

•<br />

•<br />

•<br />

•<br />

Observing, describing, and analyzing student work<br />

Setting specific goals and targets for student learning<br />

Planning and implementing specific teaching and learning<br />

strategies<br />

Monitoring student achievement results and adjusting strategies<br />

as needed<br />

Supporting the professional learning required to raise<br />

achievement levels<br />

Aligning resources to meet achievement goals<br />

CAPTION: (4,5) Grade 9 English Teachers engaging in moderated marking of students’ responses in making inferences and making connections. (6) Students from Rockhaven<br />

<strong>School</strong> for Exceptional Children in Serpent River make use of Smart<strong>Board</strong>s in their classroom as assistive technology.<br />

4<br />

5<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Assistive Technology<br />

Students in all of our schools have access to assistive technology.<br />

Premier tools is installed on all classroom computers allowing students<br />

to work independently. Inservice for classroom teachers and support<br />

staff is offered throughout the school year.<br />

7-12 Program<br />

Once again this year, Grades 7 and 8 elementary teachers and Grades<br />

9 and 10 English teachers met to continue conversations around<br />

Intermediate literacy. Meeting in “families of schools”, teachers<br />

examined the importance of robust thinking and the four roles<br />

of a literate learner, with a particular focus on critical literacy skills.<br />

Moderated marking of sample questions from the Ontario Secondary<br />

<strong>School</strong> Literacy Test also allowed teachers to analyze student writing<br />

in terms of topic development and organization. As a result, teachers<br />

became better acquainted with the writing skills assessed through<br />

the OSSLT, and were able to reflect upon how they might improve<br />

classroom instruction in these areas. The elementary and secondary<br />

program teams will continue to work with Intermediate teachers in the<br />

near future with an emphasis on metacognition and strategies to close<br />

the gender gap by further engaging boys in literacy.<br />

6<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students<br />

5


6<br />

Numeracy<br />

The acquisition of skills in reasoning, justifying conclusions and<br />

expressing quantitative / qualitative ideas clearly for application in<br />

daily life and in future workplaces.<br />

3-Part Problem Solving Method<br />

Ongoing support will be provided to Grades 3 through 6 teachers<br />

by the K-6 Numeracy Special Assignment Teacher and the Numeracy<br />

Facilitator. Through the use of a co-planning/co-teaching model, the<br />

areas of focus for <strong>2010</strong>-2011 will include:<br />

•<br />

•<br />

•<br />

Implementation of the 3-part problem solving lesson<br />

Math communication<br />

Building student self-efficacy and understanding through the<br />

use of manipulatives, math games and picture books<br />

In secondary schools, the 7-12 Numeracy Special Assignment Teacher<br />

is facilitating system-level PLCs with Grade 9 math teachers with a<br />

focus on implementing the 3-part problem solving lesson method.<br />

Work has also begun on implementing the 3-part problem solving<br />

method in Grade 10 classes.<br />

Moderated Marking, 7-10 Math<br />

A pilot project this year involves having all Intermediate math teachers<br />

interacting with each other in a collaborative series of work sessions.<br />

Secondary math teachers work hand-in-hand with their Elementary<br />

(Grade 7 and 8) counterparts to collaboratively examine and mark<br />

examples of math work from various grades and levels. Each group<br />

learns the curriculum requirements for their cohort group. This will<br />

establish a better understanding of the entire spectrum of Intermediate<br />

math expectations for all teachers and allow these teachers to create<br />

more meaningful lessons and formative and summative tasks for their<br />

respective groups.<br />

CAPTION: (1) Students from Spanish enjoy making use of math manipulatives. (2) Jonathan Budau, Grade 7-12 Numeracy Special Assignment Teacher works with teachers from<br />

Superior Heights on Intermediate Math Assessment.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Intermediate Math Assessment<br />

Modeled on the EQAO Grade 3 and Grade 6 math assessments, ADSB<br />

also creates assessment packages for all Grade 7 and Grade 8 students.<br />

Consisting of a mix of Multiple Choice and Open Response questions<br />

aimed at specific curriculum expectations from all five strands, these<br />

assessments provide a continuum of assessment information for<br />

students covering their Grade 6 to 9 math experiences. This permits all<br />

ADSB teachers to develop an overall picture of Numeracy and Literacy<br />

skills for all students across the board.<br />

CIL-M<br />

1 2<br />

In partnership with Huron-Superior Catholic <strong>District</strong> <strong>School</strong> <strong>Board</strong><br />

and the Literacy and Numeracy Secretariat, ADSB will participate in a<br />

Collaborative Inquiry for Learning in Mathematics (CIL-M) project. The<br />

purpose of these sessions is to focus on team co-planning, co-teaching<br />

and to enhance student understanding. Mathematics and content<br />

knowledge will be at the fore-front of this project as ADSB moves<br />

forward in raising the bar and closing the gap on student achievement<br />

in mathematics.<br />

DID YOU KNOW?<br />

90.6% of our Primary Classes are<br />

at 20 students or fewer.<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


Homework Help<br />

We continue to participate in the Homework Help Pilot Expansion,<br />

which includes a website that provides free math tutoring for Grade 7<br />

to 10 math students in the evenings. Tutoring is supplied by certified<br />

Ontario teachers, some of whom are teachers in our own <strong>Board</strong>.<br />

Students can log into homeworkhelp.ilc.org in the evenings for oneon-one,<br />

anonymous help. They can enter a chat room with a teacher<br />

who will help to answer their math questions using a chat system<br />

and an interactive whiteboard. Students can also watch while other<br />

students get help with their own questions, or explore the many other<br />

features that the site offers 24/7, including lessons, interactive tutorials<br />

and highlights of best sessions.<br />

The use of the site has been very encouraging, with hundreds<br />

of students accessing service in the evenings. The project will be<br />

continuing for at least the remainder of the <strong>2010</strong>-2011 school year.<br />

Northern <strong>Board</strong> Research<br />

Our <strong>Board</strong> is conducting research focusing on the 3-Part Math Lesson<br />

approach to teaching mathematics. The research project is titled<br />

“Rethinking Our Approach to Mathematics”.<br />

The purpose of this research is to determine the impact on student<br />

achievement and engagement as a result of focused implementation<br />

of the 3-Part Math Lesson in targeted classrooms. Evidence is<br />

showing that our EQAO mathematics results are not meeting our<br />

<strong>Board</strong> targets. The data identifies a trend of declining results from<br />

Grade 3 to Grade 6 and continued decline in achievement in Grade<br />

9 mathematics. Our goal is to reverse this trend in overall EQAO<br />

mathematics results over time.<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

The North Eastern Ontario Education Network (NEOEN) is funding<br />

the research project. NEOEN supports the research component of<br />

the MiSA initiative and provides research opportunities for North East<br />

Region member boards and authorities.<br />

CAPTION: (3) Teachers participating in a collaborative work session focused on moderated marking. (4) Elliot Lake Secondary <strong>School</strong> (ELSS) students register and log on to<br />

Homework Help with assistance from Brandon Grasley (left) and their teacher Mr. Hausenblas. (right).<br />

3 4<br />

DID YOU KNOW?<br />

The following five schools are offering full-day<br />

early learning in Phase One (as approved by<br />

Ministry of Education):<br />

Ben R. McMullin PS<br />

East View PS<br />

Northern Heights PS<br />

Anna McCrea PS<br />

Arthur Henderson PS<br />

Echo Bay PS<br />

Etienne Brule PS<br />

Grand View PS<br />

Johnson Tarbutt PS<br />

Pinewood PS<br />

William Merrifield PS<br />

There are a total of 254 students enrolled in full-day early<br />

learning at the above schools.<br />

New this year, the following 11 schools were approved<br />

by our <strong>Board</strong> to offer full-day early learning:<br />

Kiwedin PS<br />

Laird Central PS<br />

St. Joseph Island PS<br />

Tarentorus PS<br />

Thessalon PS<br />

The ADSB since 2003, has offered full-day SK throughout<br />

the district and full-day JK in selected schools.<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students<br />

7


8<br />

Pathways<br />

The learning needs and interests of all students are supported as they<br />

transition between home to primary / junior / intermediate / senior<br />

divisions to the varied destinations beyond secondary school.<br />

Transitioning: Home to <strong>School</strong><br />

First Rider Program<br />

The First Rider Program is designed for the very young, first time bus<br />

riders. This fun learning experience helps children answer questions<br />

and calm concerns they have about riding a bus to school. They even<br />

get to ride a bus!<br />

This opportunity allows our youngest learners to ride the bus with<br />

confidence and learn important safety bus rules with a parent or<br />

guardian before the school year begins. The First Rider Program takes<br />

place during The Welcome To Kindergarten Program at the school or<br />

in August.<br />

Welcome To Kindergarten<br />

The Welcome To Kindergarten Program provides family orientation<br />

sessions in our schools from early May until June. The Welcome To<br />

Kindergarten Program makes a tremendous difference in children’s<br />

lives by giving them resources and experiences they need to become<br />

lifelong learners.<br />

This is an exemplary literacy and early learning program that recognizes<br />

the ability of parents/guardians to be the child’s first teacher. Parent<br />

engagement is the key to the program’s success.<br />

Through our collaborations and partnerships with community agencies,<br />

the word is getting out about the Welcome To Kindergarten Program<br />

in many creative ways. Our <strong>Algoma</strong> Public Health Unit, The Public<br />

Library, Child Care <strong>Algoma</strong>, and many other partners help to create<br />

a community of care and support for our earliest learners and their<br />

families first entering our schools.<br />

Parenting and Family Literacy Centres<br />

Over the last two years, our communities’ parents, caregivers and<br />

youngest children have developed strong relationships within our<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Parenting and Family Literacy Centres. Parenting and Family Literacy<br />

Centres provide relationship building opportunities in a variety of<br />

ways for both the parent/caregiver and their children. The Parenting<br />

and Family Literacy Centre helps young children gain essential social,<br />

early literacy and numeracy skills through play while fostering parent/<br />

caregiver knowledge and comfort within the school.<br />

From January to October <strong>2010</strong>, our four PFLCs have welcomed 1,397<br />

children through the doors, for a total of 5,319 visits.<br />

For the same period last year (January to October 2009) we welcomed<br />

948 children for a total of 3,348 visits. We’re very pleased with the<br />

increased use of these centres.<br />

Little JK’s (Infant Development)<br />

Working with Infant Development and Child Development Program<br />

(IDCP) pre-Junior Kindergarten students begin their transition to<br />

school in early January. Meetings are held to assist the parent and<br />

our schools develop transition plans for the children coming into our<br />

school system.<br />

Full Day Early Learning Kindergarten Program<br />

The new Full Day Early Learning Kindergarten Program is expected to be<br />

fully implemented across all schools throughout Ontario by the 2015-<br />

2016 school year. The Full Day Early Learning Kindergarten Program is<br />

based on the most current research into high quality, developmentally<br />

enriched, early learning instructional practices. It focuses on creating an<br />

environment that promotes each child’s physical, cognitive, language,<br />

emotional, social, and creative development and well-being.<br />

The Full Day Early Learning Kindergarten Program is presently in five<br />

of our schools with 254 JK and SK children presently enrolled in this<br />

program: Ben R. McMullin, East View, Northern Heights, Pinewood,<br />

and William Merrifield.<br />

There is a team of two professionals in the Full Day Early Learning<br />

Kindergarten Program – a Registered Early Childhood Educator and a<br />

Certified Kindergarten Teacher. This team works side by side, sharing<br />

CAPTION: (1)This young ADSB student finds out about bus safety rules from bus driver D. Corbett at the Kidz Summer Safety Festival, sponsored by the Safe Community Partnership<br />

and with assistance from First Student Canada. (2) Young student from Northern Heights PS’s Early Learning Kindergarten Program. (3) These students are part of the Child<br />

Development program at Parkland PS.<br />

1 2 3<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


their expertise in child development, learning through play and<br />

curriculum to create an environment that is holistic, intentionally playbased<br />

learning and supports a culture of respect and acceptance.<br />

Children’s early learning experiences have a profound effect on their<br />

development. The Full Day Early Learning Kindergarten Program is<br />

vitally important to ensuring that we can significantly increase the<br />

number of children who are fully prepared for formal learning and<br />

greater success. The learning strategies that children acquire in the<br />

Full Day ELKP will affect later learning and behaviour.<br />

Transitioning: Elementary to Secondary<br />

Grade 7 and 8 Program<br />

The Grade 7 and 8 Program at Superior Heights offers intermediate<br />

students the opportunity to learn the Grade 7/8 curriculum in an<br />

exceptional facility. The program is perfect for students who like<br />

to be challenged and enjoy dynamic classrooms. The availability of<br />

Science and Tech labs allow for a hands-on approach to learning, and<br />

having students move from class to class allows them to be taught by<br />

subject specialists. The program is an excellent transition for Grade 7/8<br />

students going into high school as Grade 8 are able to reach ahead<br />

and take Grade 9 classes giving them a head start in high school.<br />

Students have leadership opportunities as they participate in Superior<br />

Heights Student Council, Athletic Council, Yearbook Committee and<br />

CAPTION: (4) Students in the Early Learning Program at Pinewood PS choose tools that they think will best move water from one bowl to another in the smallest number of moves.<br />

Kevin counts the moves while Chelsea uses the sponge to move the water. (5) Students in the Superior Heights 7 and 8 program develop their academic, social and leadership skills<br />

and have opportunities to take part in many athletic and extra-curricular clubs.<br />

4<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Spirit Squad. Superior Heights will feature, and Grade 7 and 8 students<br />

will have access to, a multi-media and communications centre;<br />

cosmetology and fashion arts studios; sports specialty and health<br />

science program; modern science labs; large gymnasiums, track and<br />

sports fields; and culinary arts including student-run Bistro.<br />

The Grade 7 and 8 Program offers a safe environment where<br />

students are able to meet new friends and grow socially as well as<br />

academically.<br />

Grade 9 Tours at Sault College<br />

<strong>School</strong> College Work Initiative (SCWI) events were held at Sault College<br />

this year in partnership with the <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong><br />

and Huron-Superior Catholic <strong>District</strong> <strong>School</strong> <strong>Board</strong>. These events<br />

provide an opportunity to showcase College programs and inform<br />

students about post-secondary transition opportunities. Key events<br />

include Grade 9 tours of the College. Approximately 600 to 700<br />

Grade 9 students from regional high schools visit the Sault College<br />

campus to gain an awareness of what programs are offered at the<br />

college.<br />

5<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students<br />

9


10<br />

Pathways<br />

Transitioning: For the Future<br />

Ground Breaking Ceremonies<br />

This year we have celebrated three separate Ground Breaking<br />

Ceremonies for three new schools. In February we welcomed Minister<br />

of Education Leona Dombrowsky to the Ground Breaking Ceremony<br />

for Superior Heights Collegiate & Vocational <strong>School</strong>, our <strong>Board</strong>’s first<br />

Grade 7-12 school which amalgamates two student bodies (former<br />

Bawating Collegiate and former Sir James Dunn Collegiate). In April,<br />

guests and dignitaries gathered for the Ground Breaking of the new<br />

Francis H. Clergue French Immersion Public <strong>School</strong>. This new, stateof-the-art<br />

building will house JK-Grade 8 French Immersion students.<br />

Our numbers in this program have been steadily increasing and a<br />

more spacious, modern facility was needed to accommodate the<br />

growing numbers. In September the Ground Breaking Ceremony for<br />

Hornepayne JK-12 school took place. This will be our <strong>Board</strong>’s first<br />

JK-12 school. It is being built on the site of the Hornepayne Public<br />

<strong>School</strong>.<br />

All three schools combine the greatest ideas from around the province<br />

with the latest technological and architectural advancements that will<br />

continue to improve student learning. Each school also incorporates<br />

Green Features that will ensure energy efficiency and environmentally<br />

friendly design. The three schools are all scheduled to open in the Fall<br />

of 2011.<br />

Transitioning: Rural to Urban<br />

Northern Students<br />

ADSB welcomes seven students from First Nation northern communities.<br />

The students reside with families from Batchewana First<br />

Nation and this is coordinated through Lana Jones of Batchewana<br />

First Nation. As part of the students’ transition to the <strong>Algoma</strong> <strong>District</strong><br />

<strong>School</strong> <strong>Board</strong>, a welcome feast was held at Alexander Henry<br />

High <strong>School</strong>. While attending school the student are also enjoying<br />

cultural activities and typical high school activities - attending social<br />

events, and taking part in <strong>Board</strong> activities.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Transitioning: Beyond Secondary<br />

My Blueprint<br />

Developing student awareness in pathway choices continues to be<br />

a focus in our schools. Beginning in Grade 7, students are creating<br />

personal education profiles in a new web resource, myBlueprint.ca.<br />

This website will give students the ability to set education plan goals,<br />

review course options in high school and research post-secondary<br />

options. All pathway options are reflected in this resource so students<br />

can see how courses they select will give them different options in<br />

university, college, apprenticeship and workplace paths.<br />

Pathways, Cooperative Education and Experiential Learning<br />

Experiential Learning programs continue to thrive across ADSB.<br />

Cooperative (Co-op) education placement opportunities are growing as<br />

we enhance our relationship with local hospitals and municipal public<br />

works departments. The hospital sites provide on-the-job experience<br />

for our students in nursing, physiotherapy, pharmacy and IT.<br />

With high schools in Sault Ste Marie and Elliot Lake developing<br />

Specialist High Skills Major programs, more students each semester<br />

are applying their classroom learning in practical placements in the<br />

workforce. Sector-specific Co-op placements have been established<br />

for students in arts, health and a variety of trades.<br />

The Ontario Youth Apprenticeship Program (O.Y.A.P.) is serving ADSB<br />

students well as a transition program for cooperative education students.<br />

Over 60 students across the district successfully completed<br />

O.Y.A.P. registration with the Ministry of Training, Colleges and Universities<br />

and students have taken the next step to pursuing the trade of<br />

their interest as high school graduates. <strong>School</strong> College Work Initiative<br />

(SCWI) has presented our students with an exciting opportunity that<br />

will provide a semester of learning at Sault College including a head<br />

start on apprentice training in cooking and hairstyling.<br />

CAPTION: (1) Ground Breaking ceremony at Francis H. Clergue French Immersion Public <strong>School</strong>. (2) Minister of Education Leona Dombrowsky (3rd from right) travelled to Sault Ste.<br />

Marie to join us at our Superior Heights Collegiate & Vocational <strong>School</strong> Ground Breaking Ceremony.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


CAPTION: (3) Co-op student D. MacDonald completes his placement at Anna McCrea<br />

PS as an Educational Assistant. (4) Ground Breaking Ceremony for Hornepayne JK-12<br />

<strong>School</strong>. (5) A. Lees from Superior Heights completes a Co-op placement as a Physio<br />

Assistant at Sault Phsysiotherapy Centre. (6) This student from Rosedale PS is creating<br />

her personal education profile on myBlueprint.ca. (7) Students from the far North<br />

are welcomed by ADSB for the school year. Here, they are visiting the Art Gallery of<br />

<strong>Algoma</strong> with Joanne Boyer from the Indian Friendship Centre.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

DID YOU KNOW?<br />

We have 394 students enrolled in Alternative<br />

Secondary Programs. We have 40 students in<br />

Care & Treatment/Custody Facility. One student<br />

graduated from this facility, with more credits<br />

than needed. Students expelled from our <strong>Board</strong><br />

are offered an academic and non-academic<br />

program. Two such students graduated with a<br />

Secondary <strong>School</strong> Diploma by taking advantage<br />

of these programs.<br />

5<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 11


12<br />

Assessment<br />

Utilizing assessment for, as and of learning to understand how<br />

students learn, their motivation to learn and how teachers teach.<br />

Assessment with Anne Davies<br />

In April, <strong>2010</strong>, Grade 1-12 teachers, administrators and program staff<br />

from both the <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> and the Huron-Superior<br />

Catholic <strong>District</strong> <strong>School</strong> <strong>Board</strong> enjoyed two full days of learning about<br />

assessment led by leading author, consultant and researcher, Anne<br />

Davies (Ph.D).<br />

The first day focused on leadership and implementing successful<br />

assessment practices at the school and <strong>Board</strong> level. The second day<br />

was a board-wide Professional Development day in which teachers<br />

spent a half day engaged in a keynote presentation followed by a<br />

half-day of interactive discussion in small groups, centred on classroom<br />

assessment practices.<br />

DID YOU KNOW?<br />

In the <strong>2010</strong> Grade 6 EQAO Assessments:<br />

· In reading, 16% of the student cohort who did<br />

not achieve provincial standard in grade 3, met<br />

or exceeded provincial standard in grade 6<br />

· In writing, 14% of the student cohort who did<br />

not achieve provincial standard in grade 3, met<br />

or exceeded provincial standard in grade 6<br />

· In mathematics, 9% of the student cohort who<br />

did not achieve provincial standard in grade 3,<br />

met or exceeded provincial standard in grade 6<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Together, these two days of learning established a solid foundation<br />

on which ADSB will build throughout the <strong>2010</strong>-2011 school year as<br />

assessment continues to be an area of focus for the <strong>Board</strong>.<br />

A Focus on Feedback<br />

Assessment continues to be a focus for the Ministry and for ADSB.<br />

This year’s <strong>Board</strong> Improvement Plan again includes Assessment as a<br />

fundamental pillar, and outlines the <strong>Board</strong>’s plan to assist teachers<br />

with providing meaningful, written, descriptive feedback on students’<br />

work. Research indicates providing students with timely, specific and<br />

descriptive feedback will allow students to reach their full potential<br />

and to improve their achievement. In November, <strong>2010</strong>, all elementary<br />

and secondary teachers engaged in school-based professional<br />

development that focused on how to provide students of all ages with<br />

descriptive feedback.<br />

DID YOU KNOW?<br />

In the <strong>2010</strong> Grade 9 EQAO Mathematics<br />

Assessments:<br />

· In applied mathematics, 22% of the student<br />

cohort who did not achieve provincial standard<br />

in grade 6, met or exceeded it in grade 9<br />

· In academic mathematics, 12% of the student<br />

cohort who did not achieve provincial standard<br />

in grade 6, met or exceeded it in grade 9<br />

CAPTION: (1) In April, Dr. Anne Davies led a two-day session on assessment for Grade 1-12 teachers, administrators and program staff. (2, 3) Teachers from the North Shore took<br />

part in school-based Professional Development that focused on how to provide students of all ages with descriptive feedback.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


New <strong>Report</strong> Cards<br />

Changes to the reporting of student achievement took effect in<br />

September <strong>2010</strong>. This year, all elementary students received a fall<br />

progress report and will receive two formal report cards – one in<br />

February and one in June. In secondary, each semester, a student will<br />

receive a mid-term report and a formal report. In Grades 1-12, the<br />

development of learning skills and work habits – needed to succeed in<br />

school and life – is an integral part of students’ learning.<br />

As always, we encourage that communication with parents and<br />

students about student achievement be continuous throughout the<br />

year, by means such as parent-teacher or parent-student-teacher<br />

conferences, phone calls, and interviews.<br />

New Policies on Assessment and Evaluation<br />

As per “Growing Success” – the Ministry’s assessment, evaluation, and<br />

reporting in Ontario schools policy – all <strong>Board</strong>s in Ontario are required<br />

to develop policies to meet the expectations outlined in the Ministry<br />

policy.<br />

This fall, a steering committee was established to assist with<br />

developing the required <strong>Board</strong> policies. Consultations with teachers<br />

and administrators have provided feedback and input for the policies.<br />

It is expected that the new policies will be in place by the end of the<br />

<strong>2010</strong>/2011 school year.<br />

CAPTION: (4) Chapleau PS teachers, D.Belsito (left) and R. Hagen (right) review Assessment Policies on line during the November PD day.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

DID YOU KNOW?<br />

In the last four years our <strong>Board</strong> has seen<br />

the following improvements:<br />

Up 13% in Grade 6 Reading.<br />

Up 12% in Grade 6 Writing.<br />

Up 7% in Grade 6 Math.<br />

Up 7% in Grade 9 Applied Math.<br />

Up 4% in Grade 9 Academic Math.<br />

DID YOU KNOW?<br />

In Grade 6 Reading, Writing and Math<br />

our boys have improved by 18%, 16%<br />

and 10% respectively.<br />

In Grade 6 Reading, Writing and Math<br />

our girls have improved by 7%, 7% and<br />

2% respectively.<br />

Our Special Needs students have<br />

improved by 25%, 19% and 12%<br />

respectively.<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 13


14<br />

Community, Culture & Caring<br />

Providing positive, safe school and work environments and<br />

modelling good character that is conducive to learning and to<br />

fostering positive relationship with students, parents and the<br />

community.<br />

Green Features<br />

Across the district, ADSB schools participate in hundreds of green<br />

projects that profile an overall respect and love for our environment.<br />

Secondary schools such as Alexander Henry High <strong>School</strong>, Central<br />

<strong>Algoma</strong> Secondary <strong>School</strong> and W.C.Eaket Secondary <strong>School</strong> run<br />

commercial-scale green house operations; incorporating botanical<br />

sciences into a thriving business that gives students hands-on<br />

experiences while producing perennials, annuals and vegetables for<br />

community use.<br />

Elementary schools such as Blind River P.S., Rockhaven <strong>School</strong>, Echo Bay<br />

Central P.S.and Ben R. McMullin PS participated in worm composting<br />

programs where the compost is fed back into flower and vegetable<br />

growing programs.<br />

All ADSB schools participate in extensive recycling programs, with Blue<br />

and Yellow Box programs in place in all of our schools. Over half<br />

of our schools have instituted a plastic-bottle reduction program by<br />

replacing them with metal water bottles branded with school logos.<br />

Elliot Lake Secondary <strong>School</strong>’s on-going environmental initiatives have<br />

garnered province and nation wide attention. Over the past several<br />

years, the school has installed solar panels to produce electricity, solar<br />

thermal collectors to heat water and a wind turbine to generate<br />

even more electricity. In all projects (recycling, tree planting, lights-<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

off campaigns), students have been involved in all capacities from<br />

research to execution to mentoring of younger students and acting as<br />

spokesmen and women for the school.<br />

Other green projects include recycling used photocopy pages, schoolyard<br />

beautification projects – with students in charge of tree-planting,<br />

garden design and production.<br />

ADSB schools reach beyond their school property, participating in<br />

neighbourhood cleanup projects and “Adopt-A-Highway” clean up<br />

initiatives.<br />

From an educational perspective, schools participate in or have created<br />

a variety of educational green-oriented programs. Whether it be in<br />

the form of an Environmental Education class, Outdoor Education full<br />

or half-day programs, the Environment High Skills Major (Superior<br />

Heights S.S.) program or smaller projects, such as the “Tomatosphere”<br />

experiment, or focusing on ecology projects in curricular science<br />

classes, ADSB takes on a leadership approach to greening the district.<br />

Community Programs & Partnerships<br />

<strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> partners with community organizations<br />

to best meet the needs of our students. Partnerships are formed<br />

to determine alignment of resources, support and curriculum and<br />

determine how to best meet the needs of our students, families, staff<br />

and community. The <strong>Algoma</strong> Model is an example of this established<br />

partnership within our community. The <strong>Algoma</strong> Model includes a<br />

website portal which outlines key services, supports and resources<br />

provided by over 40 partners, in the area of community mental health<br />

CAPTION: (1) All of our schools participate in recycling programs including Tarentorus PS. Helping with the collection of recycled goods are the head caretaker, Mrs. McLeish<br />

and students from Grade 1 and 2. (2) Students from Ben R. McMullin Public <strong>School</strong> helped to plant trees and yucca plants this fall. The school was one of the recipients of Tree<br />

Canada’s Greening Canada’s <strong>School</strong> Grounds program, a national program which provides funding for planting and maintaining trees in school grounds.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


and well-being of school-aged children and youth in the <strong>Algoma</strong><br />

region. It is our hope that this website assists in improving awareness<br />

of services and supports in our communities.<br />

Project ABCD:<br />

(Action for Building a Community that is Drug-Free)<br />

Project Action for Building a Community that is Drug Free (ABCD) is<br />

a community-based initiative focused on reducing and/or eliminating<br />

drug use in our elementary and secondary schools. Efforts continued<br />

in <strong>2010</strong> with the partners involved in Project ABCD placing a renewed<br />

focus on student leadership and youth engagement in addressing<br />

the issue of drug use in our schools and the wider community. This<br />

has involved leadership from the Student Senate, whereby Student<br />

Senators and Student Trustees have developed school-based student<br />

action plans that will be implemented by students this year both within<br />

their own schools and their elementary feeder schools.<br />

Al’s Pals<br />

“Al’s Pals” is a program that creatively uses puppetry, music and<br />

role playing to support the development of social, emotional and<br />

behavioural skills in children aged 3 to 8. Studies have shown that<br />

early interventions of this type significantly promote strong mental<br />

health in children.<br />

CAPTION: (3) The <strong>Algoma</strong> Model website has come to fruition as part of the Cluster 13 Student Support Leadership Initiative through the Ministry of Child and Youth Services and<br />

the Ministry of Education. (4) East View PS’s Grade 1 & 2 class and their teacher Mrs. Zappacosta, welcomed Jill Officer, three-time Canadian Curling Champion and 2008 World<br />

Champion to their classroom to take part in the Al’s Pals Program. (5)ADSB Student Trustee A. McKee (centre) led 75 participants in a Project ABCD planning session. Participants<br />

included Student Senate and/or Student Council representatives from both ADSB and our co-terminus <strong>Board</strong> (HSCDSB) Principals, Vice Principals, Guidance Councillors and<br />

representatives from <strong>Algoma</strong> Public Health. (6) M. Kingshott (left), Supervisor of Custodial Services and D. Steele (right), Manager of Plant Department accept the prestigious 5-Star<br />

Energy award on behalf of ADSB from Bill Johnstone of Sling-Choker Manufacturing. The award recognizes ADSB as a facility that conserves our natural resources while putting<br />

students, employees and visitors first when improved indoor air quality is considered.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

To date training has taken place for 70 teachers, principals and<br />

counsellors representing 25 schools from both the <strong>Algoma</strong> <strong>District</strong><br />

<strong>School</strong> <strong>Board</strong> and the Huron-Superior Catholic <strong>District</strong> <strong>School</strong> <strong>Board</strong> in<br />

communities across <strong>Algoma</strong>.<br />

The evaluation of the implementation of the Al’s Pals Program<br />

in district schools over this past year has shown amazing results.<br />

Sue Geller, President of Wingspan who developed the Al’s Pals Program<br />

shared the following -<br />

“The research analysis of the Al’s Pals data from your area exceeded<br />

our typical findings. The children not only increased in pro-social skills,<br />

they also decreased in aggression and antisocial behaviour. It is wonderful<br />

to see these results where the children displayed significantly<br />

less aggression. I know that part of it is due to the leadership and support<br />

that has been given by both <strong>School</strong> <strong>Board</strong>’s Administration and<br />

<strong>Algoma</strong> Family Services to promote Al’s Pals and its implementation<br />

fidelity. We look forward to continuing to partner with you.”<br />

6<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 15


16<br />

Technology<br />

ADSB recognizes that Technology today plays an integral part in<br />

engaging students and improving student learning.<br />

e-Learning<br />

The <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> offered 15 e-Learning credit courses<br />

for secondary students during <strong>2010</strong>, an unprecedented number in the<br />

north. Some of these courses follow the usual timelines for face-to-face<br />

courses, and others are “continuous entry”, meaning that students<br />

can begin the courses part way through a school year. In both cases,<br />

students have the opportunity to take courses that are not always<br />

available in their schools, or that are better suited to their academic<br />

and personal schedules. To ensure that students are well-supported<br />

in their learning, the <strong>District</strong> e-Learning Contact (DeLC) helps manage<br />

the courses technically and supports online teachers and students<br />

directly. ADSB is proud to be reaching to the future by offering more<br />

e-Learning courses than any other board in Northern Ontario.<br />

Blended Learning<br />

The Blended Learning Pilot Project begun in 2009 has continued and<br />

expanded in <strong>2010</strong>, both in size and scope. Although initially focusing<br />

on intermediate math instruction, the project now includes digital<br />

learning supports across many subject areas. Classes involved in the<br />

CAPTION: (1) Johnson Tarbutt teacher Ms. Dixon makes use of technology in helping student N. Asam with his science. (2) Grand View PS teacher G. Grbich (right and onscreen)<br />

sharing online with other Blended Learning teachers in Sudbury and North Bay using Adobe Connect.<br />

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Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

project use online tools to enhance instruction and learning in a<br />

variety of ways, including sharing content, engaging in discussions,<br />

submitting assignments online and collaborating with students in<br />

other classes and schools. The optimal blend of face-to-face and online<br />

learning is a major goal of the project. Teachers in the project also have<br />

many opportunities to share experiences and resources, both within<br />

the <strong>Board</strong> and across the province. During <strong>2010</strong>, sixteen classes have<br />

participated, an increase from six classes in 2009.<br />

Adobe Connect<br />

Teachers and administrators are meeting more effectively using Adobe<br />

Connect, an online meeting system that allows people in different<br />

locations to come together virtually. Given the challenges of the<br />

geography and weather in the region, this system allows staff to<br />

collaborate quickly and effectively, while reducing costs and avoiding<br />

travel. The service also allows educators from other regions to meet<br />

with ADSB staff, improving communication and sharing with other<br />

leaders in the province.<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


Technology<br />

Technology Helps in Professional Development<br />

This year staff participated in the Quest <strong>2010</strong> Conference through the<br />

use of technology. Hosted by York <strong>District</strong> <strong>School</strong> <strong>Board</strong>, key note<br />

speakers, panels and break out sessions were streamed to the ADSB<br />

from the Sheraton Parkway in Markham. About 50 of our staff took<br />

part over the course of the conference.<br />

Keyboarding Pilot<br />

Six ADSB Elementary classrooms are participating in a research project<br />

focused on developing keyboarding skills for Grade 4 students.<br />

Each school will have access to a classroom cart of Netbooks for<br />

one third of the <strong>2010</strong>/2011 school year. It is expected that student<br />

engagement will increase and keyboarding skills will improve through<br />

the use of the Netbooks.<br />

Keyboarding is a life long skill. Student writing develops faster through<br />

word processing because it facilitates the review and revision learning<br />

process. Efficient keyboarding skills allow students to emphasize<br />

concept development instead of key location.<br />

CAPTION: (3, 4) These Grade 4 students at Kiwedin PS are taking part in the Keyboarding Pilot working at improving their keyboarding skills. (5) This Elliot Lake Secondary <strong>School</strong><br />

student is able to use her own laptop with the wireless technology available at the school.<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Pre and post survey results will be collated and analyzed and presented<br />

along with observations from teachers. Student keyboarding results<br />

will be analyzed and a final summary of the effectiveness of the<br />

integration of the Keyboarding Pilot will be presented. Improved<br />

keyboarding skills, increased engagement and positive attitudes will<br />

determine a level of success. These results will form the basis of future<br />

investment and use of the technology throughout the <strong>Board</strong>.<br />

Wireless / Laptops<br />

During 2009/<strong>2010</strong> our <strong>Board</strong> piloted Wireless network technology at<br />

two secondary schools and one elementary school. With the success<br />

of the pilot, ADSB expanded our Wireless network access in <strong>2010</strong>/2011<br />

to all secondary schools, their teachers and students. The wireless<br />

solution allows students and teachers to access ADSB school networks<br />

via a secured portal. <strong>School</strong> principals approve and provide student<br />

access to the wireless network. Wireless access has been expanded<br />

to six Elementary schools participating in a Keyboarding pilot. The<br />

wireless solution augments existing technologies at the schools to<br />

provide better access to students by allowing them to bring in their<br />

own personal laptops and integrate them in a secured fashion.<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 17


18<br />

Leadership<br />

We are committed to developing leadership at all levels of our<br />

organization. This year’s focus on deepening our leadership strategy<br />

will allow us to provide more intentional and focused opportunities<br />

for our personnel.<br />

Student Leadership<br />

Students of <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> participated in a studentled<br />

leadership conference and are taking on leadership roles in their<br />

schools and their communities. Through Character-focused initiatives,<br />

many students are participating in school and community based activities,<br />

such as bullying-prevention poster campaigns, letter writing initiatives<br />

to support our troops, canned food drives, fundraising in support<br />

of the homeless and hungry and aid for the survivors of international<br />

disasters, and involvement in community service learning projects such<br />

as <strong>School</strong>s Without Borders.<br />

Our students are taking part in and in many cases taking the lead on<br />

school and community committees. Many have become part of the<br />

Student Senate, two as Student Trustees. This group is particularly<br />

focused on Project ABCD (Action for Building a Community that is<br />

Drug-free) which is profiled on page 15.<br />

Students across ADSB are also taking part in Speak Up, a provincially<br />

funded project that gives students a voice in their education and which<br />

has allowed students to become more engaged in their learning.<br />

Students in our schools have initiated character building activities,<br />

“agent of change challenge” t-shirt giveaways, multi-cultural events,<br />

character celebrations and have established environmental, cultural<br />

and diversity clubs.<br />

We’re very proud to watch as our students continue to make a positive<br />

contribution, becoming active citizens and leaders.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Aboriginal Student Leadership<br />

Scott MacDonald, a teacher at Alexander Henry High <strong>School</strong>, has been<br />

instrumental in facilitating this group of young people. This group has<br />

co-terminus participation with students from St Basils and St Mary’s<br />

as well as Alexander Henry, Central <strong>Algoma</strong>, White Pines, Korah and<br />

Superior Heights high schools. This group is hoping to expand across<br />

the board region and include high schools in both the east and north.<br />

These students are the Aboriginal voice within our board. They are also<br />

leaders in cultural understanding and ensure that Aboriginal student<br />

needs are heard.<br />

Ted Nolan Leadership Camp and other Partnerships<br />

Partnerships with Mississagi First Nation, Serpent River First Nation,<br />

Indian Friendship Centres (IFC), Batchewana First Nation, Garden River<br />

First Nation, Michipicoten First Nation, Chapleau Cree First Nation,<br />

Brunswick House First Nation and the Métis Nation of Ontario are key<br />

to the success within our <strong>Board</strong> in providing students support when<br />

needed. We have a 5 year partnership with the Ted Nolan Foundation/<br />

Leadership camp which offers a group of Aboriginal students an<br />

opportunity to test their limits, meet challenges and grow in their<br />

leadership abilities. Our partners have provided much needed support<br />

when called upon, for instance with the Streetwolf program from IFC<br />

and funding for cultural room support at WC Eaket by Mississagi FN.<br />

This support is reflected in increased student attendance and academic<br />

success. We will continue to work to achieve the goals that our <strong>Board</strong><br />

improvement plan expects.<br />

CAPTION: (1) Anna McCrea Grade 8 Students led a session called “Agents of Change” at the Student Leadership conference in the spring. (2) Elders from our Aboriginal<br />

communities and student leaders took part in interactive sessions at the Aboriginal Student Leadership Conference (Shki nii jik Giizhgat ~ Young People’s Day) hosted by ADSB at<br />

Shingwauk University. (3) East View Principal S. Bodnar (left) and ADSB Superintendent K. Collver (right) join Ted Nolan (centre) just before Nolan boarded the bus with students<br />

going to the Ted Nolan Leadership Camp.<br />

1<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


Leadership<br />

NTIP<br />

Our <strong>Board</strong> has offered New Teacher Induction Program (NTIP) since<br />

2006 and this year has approximately 18 teachers taking part.<br />

NTIP is designed to support the growth and professional development<br />

of new teachers. It is the second step in a continuum of professional<br />

development for teachers to support effective teaching, learning, and<br />

assessment practices, building on and complementing the first step:<br />

pre-service teacher education programs. NTIP provides another full<br />

year of professional support so that new teachers can develop the<br />

requisite skills and knowledge that will enable them to achieve success<br />

as experienced teachers.<br />

The NTIP consists of the following elements:<br />

•<br />

•<br />

•<br />

orientation for all new teachers to the school and school board<br />

mentoring for new teachers by experienced teachers<br />

professional development and training appropriate for new<br />

teachers<br />

There are NTIP resources and opportunities available to new teachers,<br />

and many can now be accessed electronically.<br />

Feedback from our teachers involved in the program each year is a<br />

valuable component to continuously refining and improving the NTIP<br />

Program for the following year.<br />

CAPTION: (4) New teachers take part in New Teacher Induction Program (NTIP) at<br />

<strong>Board</strong> office.<br />

4<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Teacher Learning and Leadership Program (TLLP)<br />

The Teacher Learning and Leadership Program is an annual projectbased<br />

professional learning opportunity for experienced classroom<br />

teachers, funded by the Ministry of Education.<br />

This opportunity supports experienced teachers who undertake<br />

self-directed professional development related to improved student<br />

learning and development. It is intended to create opportunities for<br />

teachers to extend their learning and share their expertise for the<br />

broader benefit of students.<br />

Proposals are submitted to the <strong>Board</strong>, and then forwarded to the<br />

Ministry for approval. During the 2009-<strong>2010</strong> school year, a teacher<br />

from Thessalon received funds to support professional growth in<br />

“Investing in Literacy: One Child at a Time.” For the <strong>2010</strong>-2011<br />

school year, a teacher team from Rockhaven and Parkland will focus<br />

on building and strengthening mathematics skills and mathematics<br />

confidence for at-risk students.<br />

Since 2009, ADSB teachers involved in TLLP received over $30 000 to<br />

support teacher and student growth and improvement.<br />

DID YOU KNOW?<br />

Three secondary schools (Superior Heights,<br />

WC Eaket and White Pines) are involved in<br />

the Student Success <strong>School</strong> Support Initiative<br />

(SSSSI). The overall goal of the initiative is<br />

to raise the level of student achievement by<br />

assisting the principal in building capacity as<br />

the instructional leader in order to lead,<br />

support and monitor job embedded<br />

professional learning for staff,<br />

to improve instruction and<br />

programming for students.<br />

DID YOU KNOW?<br />

As part of implementation of the<br />

Ontario First Nation, Métis and Inuit<br />

Education Policy Framework our <strong>Board</strong><br />

has hosted Professional Development<br />

for Native and Native as Second<br />

Language teachers.<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 19


20<br />

Equity & Inclusive Education<br />

Different people; different beliefs; different hopes; different dreams;<br />

we have become not just a melting pot but a beautiful mosaic.<br />

Aboriginal Initiatives<br />

Aboriginal Focus Group (AFG)<br />

This group was initiated in 2007 and continues to support all ADSB<br />

students in learning about Aboriginal history, traditions, culture and<br />

Aboriginal student success. This group of Principals, attendance<br />

counsellors, teachers and administrators do the planning, organizing<br />

and implementing of board wide activities that involve Aboriginal<br />

learning within the <strong>Algoma</strong> region. These include Shki nii jik Giizhgat<br />

(Young Peoples Day), in-service for teachers and support with Education<br />

Day. AFG uses the Ontario First Nation, Métis and Inuit Education Policy<br />

Framework as the basis for ensuring that Aboriginal perspectives are<br />

presented in a culturally sensitive way. The AFG focus is on empowering<br />

our students and giving them a voice in their education.<br />

Aboriginal Education Committee (AEC)<br />

This committee works in an advisory capacity. The AEC is made up of<br />

community members, superintendents and Aboriginal Lead teachers<br />

DID YOU KNOW?<br />

This year, our <strong>Board</strong> reviewed and updated<br />

our Equity and Inclusive Education Policy,<br />

our Workplace Harassment Policy, our<br />

Workplace Violence Policy and introduced<br />

Religious Accommodation guidelines.<br />

These policies can be found at<br />

www.adsb.on.ca/policies.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

from both ADSB and HSCDSB, elders, education counsellors from our<br />

First Nation partners, and representatives from Métis Nation of Ontario,<br />

<strong>Algoma</strong> University, and Indian Friendship Centre. This committee works<br />

to support students and educators in ensuring accurate information<br />

concerning Aboriginal issues within the school community. They also<br />

bring concerns from the communities to the attention of both school<br />

boards.<br />

Aboriginal Curriculum<br />

We have been working with the Ministry through the Aboriginal<br />

Education Office in presenting “Aboriginal Perspectives, The Teacher’s<br />

Toolkit” which focuses on incorporating aboriginal content into our<br />

curriculum. Teachers have been participating in workshops that<br />

demonstrate and provide printed resources to achieve this.<br />

Aboriginal content is embedded into the curriculum through mentor<br />

text, aboriginal historical perspectives and knowledge (treaties,<br />

stewardship of land, ability to live off the land and traditional crafts)<br />

presenters, places and belief systems.<br />

Professional Learning Opportunities (PLOs)<br />

In 2007, ADSB had 4 elementary and 1 secondary Native Second<br />

Language (NSL) programs.<br />

Today, Native Studies and Native language is being offered in 10 of<br />

our schools across our region. ADSB is now offering 7 Native Studies<br />

subjects at the secondary level and 4 NSL in Ojibway at our secondary<br />

schools. Due to this rise, we have instituted learning opportunities for<br />

our teachers. We have been meeting on a regular basis to provide<br />

support and consistency within our board. We have also been having<br />

Professional Learning opportunities with our co-terminus board to<br />

offer consistency within the region.<br />

Cultural Rooms<br />

Cultural rooms were originated from the concept of “Ethical Space”.<br />

It was determined that Aboriginal students need a place to feel<br />

included within the school community. Due to historical educational<br />

mismanagement, Aboriginal students often felt disconnected to the<br />

education system. This concept originated with Catherine Longboat,<br />

PhD.<br />

CAPTION: (1) Phil Jones from Garden River First Nation shares his art work with students at Shki nii jik Giizhgat (Young Peoples Day) held at <strong>Algoma</strong> University this spring. (2) Anne<br />

Trudel of the Métis Nation shows students traditional clothing worn during a presentation at Education Day.<br />

1 2<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


We are utilising the cultural rooms to support Aboriginal learning.<br />

Each school’s cultural room is identified with the community of the<br />

school. Some cultural rooms focus on Aboriginal cultural aspects while<br />

others focus on academics and Aboriginal social issues. Each room has<br />

a cultural support worker, who is the facilitator and heart of the room.<br />

They provide social, academic and cultural support for these students.<br />

Character In Action<br />

Character Education, through student leadership and student<br />

engagement, continues to be a focus in ADSB. Students are empowered<br />

to reflect on character and become involved in their learning as they<br />

consider how they can positively make a difference in their own life and<br />

in others. Students are given opportunities to practice their character<br />

building skills in a meaningful way.<br />

CAPTION: (3) Tarentorus PS is becoming well known for their Bullying Stops Here campaign and inclusive school environment. (4) This young student from RM Moore helps to<br />

deliver items in the school. There has been demonstrated progress in his speech and comprehension. (5) Cathy Syrette from the Indian Friendship Centre takes part in Education Day<br />

at <strong>Algoma</strong> University. 6) ADSB’s Health & Safety Officer A. Iacoe has presented Workplace Violence & Harassment Training to all ADSB staff over the past several months. (7) Isabel<br />

Fletcher students and staff took part in Student Vote prior to Municipal elections this fall.<br />

3<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

DID YOU KNOW?<br />

Parent Engagement is an important priority for our<br />

<strong>Board</strong>.<br />

The former <strong>School</strong> Council Coordinating Committee<br />

has a new moniker - Parent Involvement<br />

Committee (PIC). The PIC held a successful fall<br />

workshop for parents with the main topic of<br />

discussion - Safe <strong>School</strong>s. The PIC meets 8 times<br />

throughout the school year.<br />

4<br />

This year 19 of our schools received Parents<br />

Reaching Out (PRO) Grants. Total value of<br />

the 19 grants is $15,954 and will be used for<br />

projects and initiatives intended to encourage<br />

parents to become involved in their<br />

children’s education and to help<br />

support student learning.<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 21<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 21


22<br />

Expanding Full Day Junior Kindergarten Sites<br />

Sites For Our Youngest Learners….At a Glance<br />

The <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> has offered Full Day Senior<br />

Kindergarten in all of our schools since 2003 and Full Day Junior<br />

Kindergarten in some selected areas of the <strong>Board</strong> since 2006. We<br />

are pleased to continue offering Full Day Senior Kindergarten in all<br />

of our schools, and Full Day Junior Kindergarten in selected sites for<br />

September <strong>2010</strong> as outlined below.<br />

New!!! Introduced For September <strong>2010</strong><br />

Sites for Full Day Junior Kindergarten for 4-Year Olds (Early<br />

Learning Programs) ~ as approved by Ministry of Education<br />

Ben R. McMullin PS (1 class)<br />

East View PS (3 classes)<br />

Northern Heights PS (1 class)<br />

Pinewood PS (2 classes)<br />

William Merrifield PS (1class)<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

New!!! Introduced For September <strong>2010</strong><br />

Additional Sites for Full Day Junior Kindergarten Programs<br />

~ as approved by <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong><br />

Anna McCrea PS<br />

Etienne Brule PS<br />

Grandview PS<br />

Kiwedin PS<br />

Tarentorus PS<br />

Plus all Central <strong>Algoma</strong> Public <strong>School</strong>s (as approved by ADSB)<br />

which includes<br />

Arthur Henderson PS (Bruce Mines)<br />

Echo Bay PS<br />

Johnson Tarbutt PS (Desbarats)<br />

St. Joseph Island PS<br />

Thessalon PS<br />

CAPTION: (1) These students are in the Early Learning Kindergarten program at Pinewood PS. Students in the background listen to their classmate read the story of Mrs. Wishy<br />

Washy while others (in the foreground) use story props to retell the story. (2) (3) (4) These Northern Heights students enjoy reading, creating, and building in the Early Learning<br />

Kindergarten program.<br />

1 3<br />

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<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


Our <strong>Board</strong> has continued to offer Full Day Senior<br />

Kindergarten at all of our Elementary <strong>School</strong>s and Full Day<br />

Junior Kindergarten at:<br />

Aweres PS<br />

Blind River PS<br />

Central Ave. PS (Elliot Lake)<br />

Chapleau PS<br />

Esten Park PS<br />

New For 2011 / 2012<br />

2011 Planned Additional Early Learning Program Classrooms as<br />

approved by the Ministry of Education:<br />

Anna McCrea PS<br />

Tarentorus PS<br />

Additional schools in Sault Ste. Marie for Full-Day Junior Kindergarten<br />

will be considered subject to enrolment and funding. For additional<br />

information please contact your local public school.<br />

Continuation of Parenting & Family Literacy Centres (PFLCs) for<br />

ages Newborn to 6 years<br />

<strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> is pleased that for the 3rd year we were<br />

able to provide Parent Engagement Programs for pre-school aged<br />

children at four of our schools.<br />

Etienne Brule PS<br />

Northern Heights PS<br />

Pinewood PS<br />

River View PS<br />

The Parenting & Family Literacy Centres are free and require no preregistration.<br />

Our four centres offer moms, dads, grandmas, grandpas,<br />

caregivers an opportunity to play with their children (ages newborn to<br />

six) and to explore and build a love of learning together.<br />

CAPTION: (5) Friends and staff join these Pinewood PS Early Learning Kindergarten students for nutritious lunches, including Alphabet soup.<br />

4 5<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Hornepayne PS<br />

Iron Bridge PS<br />

Missarenda Consolidated PS<br />

Sir James Dunn PS<br />

Spanish PS<br />

Daycare, Before & After <strong>School</strong> Care Partners<br />

Child Care <strong>Algoma</strong><br />

September <strong>2010</strong> Programs<br />

~ as provided by Child Care <strong>Algoma</strong><br />

Echo Bay PS<br />

East View PS<br />

Parkland PS<br />

R.M. Moore PS<br />

St. Joseph Island PS<br />

Thessalon PS<br />

YMCA<br />

September <strong>2010</strong> Programs<br />

~ as provided by YMCA (Sault Ste. Marie)<br />

Before and After <strong>School</strong>-Aged Programs (Licensed)<br />

For students in Junior Kindergarten to Grade 5<br />

Ben R. McMullin PS<br />

F.H. Clergue French Immersion PS<br />

River View PS<br />

Rosedale Public <strong>School</strong><br />

Kiwanis YMCA Childcare (Licensed Full-Subsidy)<br />

Alexander Henry High <strong>School</strong><br />

YMCA KidsKare Child Minding at Sault Ste. Marie Late <strong>School</strong><br />

(Unlicensed)<br />

New Location: Prince Charles Public <strong>School</strong><br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 23


24<br />

EQAO Results<br />

Grade 9 Math Assessment, OSSLT &<br />

Credit Accumulation:<br />

Since 2004, our secondary students continued to deliver strong<br />

outcomes in the EQAO Grade 9 Mathematics Assessment. Significant<br />

improvement has been demonstrated by students studying at both the<br />

applied and academic level since 2004. In particular, students studying<br />

at the applied level made significant gains in the 2009-<strong>2010</strong> school<br />

year.<br />

Efforts continue to improve results for our Aboriginal students. In the<br />

OSSLT, 73% of Aboriginal students were successful, compared to 83%<br />

for non-Aboriginal students. With the implementation of Aboriginal selfidentification<br />

in 2007, the ADSB has begun the process of tracking the<br />

results of Aboriginal students to better develop improvement strategies.<br />

In an effort to improve our EQAO results and credit accumulation,<br />

individual school improvement plans have been aligned with the <strong>Board</strong><br />

Strategic Plan to improve student learning. This includes the strategic<br />

selection and implementation of strategies and resources.<br />

Elementary Reading , Writing and Mathematics Results:<br />

ADSB has demonstrated improved student achievement at the Grade<br />

6 level. Grade 6 results showed ADSB increasing the percentage of<br />

students achieving at Levels 3 & 4 in Reading , Writing and Mathematics.<br />

The number of students achieving Levels 3 & 4 improved to 70% in<br />

Reading (an increase of 6%), to 62% in Writing (an increase of 3%),<br />

and to 58% in Math (an increase of 2%) compared to the previous<br />

year. This compares to Provincial results which showed the Province<br />

achieving 72% in Reading (an increase of 3%), 70% in Writing (an<br />

increase of 3%) and declining to 61% in Math (a decrease of 2%). The<br />

percentage of ADSB Grade 6 students achieving Levels 3 & 4 in Reading<br />

Writing and Mathematics is approaching the Provincial average.<br />

Results for Grade 3 show a slight decrease in the percentage of<br />

students achieving at Levels 3 & 4 in Reading (55%), Writing (59%)<br />

and Mathematics (65%) as compared to 2008/2009. The Province also<br />

showed a slight increase in all three areas achieving 62% in Reading ,<br />

70% in Writing and 71% in Math.<br />

DID YOU KNOW?<br />

The percentage of ADSB students who had achieved<br />

16 or more credits by age 16 has improved<br />

from 53.94% in 2004-2005 to 55.9% in<br />

2009-<strong>2010</strong>.<br />

DID YOU KNOW?<br />

In looking at our EQAO Grade 6 Trend (2003/2004 to<br />

<strong>2010</strong>/2011) we are on track to achieve by 2011 the target of<br />

75% on EQAO assessments for Grade 6 reading.<br />

We are just below the target for Grade 6<br />

writing and Grade 6 math with projections<br />

of 65% and 60% respectively.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Grade 3 Reading Results<br />

Grade 3 Writing Results<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 79% 73% 73% 75% 75%<br />

Provincial Average 62% 62% 61% 61% 62%<br />

<strong>Algoma</strong> DSB 57% 59% 57% 57% 55%<br />

Lowest Provincial <strong>Board</strong> 49% 45% 49% 41% 41%<br />

Grade 3 Mathematics Results<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 78% 79% 79% 82% 85%<br />

Provincial Average 64% 64% 66% 68% 70%<br />

<strong>Algoma</strong> DSB 55% 62% 55% 60% 59%<br />

Lowest Provincial <strong>Board</strong> 41% 46% 44% 40% 44%<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 80% 81% 80% 84% 83%<br />

Provincial Average 68% 69% 68% 70% 71%<br />

<strong>Algoma</strong> DSB 68% 68% 62% 71% 65%<br />

Lowest Provincial <strong>Board</strong> 55% 50% 51% 46% 48%<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


Grade 6 Reading Results<br />

Grade 6 Writing Results<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 77% 74% 77% 79% 82%<br />

Provincial Average 64% 64% 68% 69% 72%<br />

<strong>Algoma</strong> DSB 56% 57% 67% 64% 70%<br />

Lowest Provincial <strong>Board</strong> 46% 54% 53% 53% 55%<br />

Grade 6 Mathematics Results<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 76% 74% 79% 78% 83%<br />

Provincial Average 61% 61% 67% 67% 70%<br />

<strong>Algoma</strong> DSB 53% 50% 60% 59% 62%<br />

Lowest Provincial <strong>Board</strong> 44% 49% 52% 50% 46%<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 80% 71% 76% 76% 76%<br />

Provincial Average 61% 59% 61% 63% 61%<br />

<strong>Algoma</strong> DSB 51% 51% 58% 56% 58%<br />

Lowest Provincial <strong>Board</strong> 45% 46% 41% 47% 43%<br />

Grade 9 Applied Mathematics Results<br />

Grade 9 Academic Mathematics Results<br />

Grade 10 OSSLT<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 58% 64% 53% 67% 63%<br />

Provincial Average 35% 35% 34% 38% 40%<br />

<strong>Algoma</strong> DSB 37% 35% 41% 36% 42%<br />

Lowest Provincial <strong>Board</strong> 18% 7% 15% 23% 25%<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 81% 83% 88% 86% 90%<br />

Provincial Average 71% 71% 75% 77% 82%<br />

<strong>Algoma</strong> DSB 69% 69% 68% 75% 73%<br />

Lowest Provincial <strong>Board</strong> 46% 32% 50% 31% 53%<br />

05-06 06-07 07-08 08-09 09-10<br />

Highest Provincial <strong>Board</strong> 92% 91% 92% 91% 92%<br />

Provincial Average 84% 84% 84% 85% 84%<br />

<strong>Algoma</strong> DSB 80% 78% 80% 81% 83%<br />

Lowest Provincial <strong>Board</strong> 74% 73% 75% 66% 69%<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 25


26<br />

Budget<br />

The <strong>Board</strong> approved a total budget for expenditures and revenue for<br />

the <strong>2010</strong>-11 budget year in the amount of $153,398,605. Provincial<br />

Labour agreements have all been settled with all union groups and<br />

have been reflected in this budget.<br />

During the budget process a detailed review of revenues and expenditures<br />

was conducted by Trustees, the Finance Audit Committee, Principals<br />

and Administrative Council. This budget also reflects the <strong>Board</strong>’s<br />

commitment to the Ministry of Education to be fiscally responsible during<br />

a challenging economic environment. Due to the decline in Provincial<br />

revenues, the Ministry has implemented temporary restraint measures<br />

in the following areas: Computers, Transportation, Staff Development,<br />

<strong>Board</strong> Administration and <strong>School</strong> Operations.<br />

The Ministry provided for the following enhancements in order to help<br />

manage cost pressures: Labour Framework Agreements, Community<br />

Use of <strong>School</strong>s and Student Transportation. The Ministry has provided<br />

<strong>School</strong> Renewal and Good Places to Learn funding in order to ensure<br />

our existing facilities are improved and maintained.<br />

The <strong>Board</strong> included enhancements to programs in the following areas :<br />

Early Learning Program implementation, Wireless technology in secondary<br />

schools and full day Senior Kindergarten in the Central <strong>Algoma</strong> area.<br />

We are very pleased that the Ministry has given us the opportunity for<br />

capital funding to build a new French Immersion elementary school,<br />

a new secondary school in Sault Ste. Marie and a new JK -12 school<br />

in Hornepayne. These are the first steps in an ambitious <strong>Board</strong> capital<br />

plan to replace our old capital infrastructure.<br />

DID YOU KNOW?<br />

You can find our <strong>Board</strong>’s Multi-Year Plan at<br />

www.adsb.on.ca/Message from the Director/<br />

Strategic & <strong>Board</strong> Improvement<br />

Plan <strong>2010</strong>-2011.<br />

DID YOU KNOW?<br />

This <strong>Report</strong> can be found at<br />

www.adsb.on.ca/<br />

Meetings & <strong>Report</strong>s/<br />

Director’s <strong>Report</strong>.<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Estimated<br />

Expenditure<br />

by Major<br />

Function<br />

<strong>2010</strong>-2011 Estimated Expenditure by Major Function<br />

Classroom Instruction .................................. 57.87% ................... $88,770,225<br />

Pupil Accommodation ................................. 11.70% ................... $17,950,189<br />

Non-classroom .............................................. 8.64% ................... $13,247,875<br />

Amortization ................................................. 4.49% ..................... $6,891,119<br />

Transportation ............................................... 5.58% ..................... $8,561,919<br />

Administration ............................................... 3.02% ..................... $4,631,020<br />

<strong>School</strong> Renewal ............................................. 1.79% ..................... $2,744,312<br />

Good Places to Learn ..................................... 2.36% ..................... $3,627,548<br />

Early Learning ................................................ 0.21% ........................ $317,615<br />

Energy Efficiency ........................................... 2.47% ..................... $3,794,511<br />

Other ............................................................. 0.46% ........................ $708,665<br />

Non-Operating Expenditure ........................... 1.40% ..................... $2,153,607<br />

Total $153,398,605<br />

Estimated<br />

Revenue<br />

by Major<br />

Source<br />

57.87% Classroom Instruction<br />

11.70% Pupil Accommodation<br />

8.64% Non-classroom<br />

4.49% Amortization<br />

5.58% Transportation<br />

3.02% Administration<br />

1.79% <strong>School</strong> Renewal<br />

2.36% Good Places to Learn<br />

0.21% Early Learning<br />

2.47% Energy Efficiency<br />

0.46% Other<br />

1.40%Non-operating Expenditure<br />

72.32% Government of Ontario<br />

13.36% Local Taxation<br />

4.04% First Nation Tuition Fees<br />

1.79% <strong>School</strong> Renewal<br />

2.36% Good Places to Learn<br />

0.21% Early Learning<br />

2.47% Energy Efficiency<br />

0.46% Other<br />

1.55% Other Grants<br />

0.64% Other Revenues<br />

0.38% Transportation Recoveries<br />

0.41% Transfer from Reserves<br />

<strong>2010</strong>-2011 Estimated Estimated Revenue by Major Source<br />

Government of Ontario ............................... 72.32% ................ $110,943,388<br />

Local Taxation .............................................. 13.36% ...................$20,493,675<br />

First Nation Tuition Fees ................................. 4.04% .....................$6,204,189<br />

<strong>School</strong> Renewal ............................................. 1.79% .....................$6,891,119<br />

Good Places to Learn ..................................... 2.36% .....................$3,627,548<br />

Administration ............................................... 3.02% ........................$317,615<br />

<strong>School</strong> Renewal ............................................. 1.79% .....................$3,794,511<br />

Good Places to Learn ..................................... 2.36% ........................$708,665<br />

Early Learning ................................................ 0.21% .....................$2,379,831<br />

Energy Efficiency ........................................... 2.47% ........................$977,670<br />

Other ............................................................. 0.46% ........................$583,769<br />

Non-Operating Expenditure ........................... 1.40% ........................$623,432<br />

Total $153,398,605<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


<strong>Board</strong> Profile<br />

Vision<br />

Our schools will provide a welcoming environment where the focus is<br />

the well-being of each student. In preparation for the future, students<br />

will be encouraged to reach their potential through quality programs<br />

delivered by highly trained, caring staff in an atmosphere of respect for<br />

individual needs of each learner. To enhance learning experiences, we<br />

will work collaboratively with our community partners to ensure the<br />

effective use of all available resources.<br />

Mission<br />

The <strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong> exists to provide positive learning<br />

opportunities of the highest standard for all learners to realize their<br />

full potential.<br />

Values and Beliefs<br />

We value learning and the learner. We are dedicated to providing a<br />

public education system that is open and accessible to all. Through<br />

Character Education, we work to meet the needs of all learners within<br />

an environment of respect, integrity, sensitivity and fairness. We<br />

believe that all students can learn, given sufficient time and support.<br />

We believe it is our role to uphold the highest standard of achievement<br />

with positive learning experiences that encourage students to become<br />

lifelong learners.<br />

CAPTION: Seated (L-R) Manager of Human Resources T. Vavala and Manager of<br />

Finance E. Harris. Standing (L-R) Superintendent of Business J. Santa Maria, Manager of<br />

Plant D. Steele and Manager of IT P. Pottekkat.<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

<strong>School</strong>s and Facilities<br />

Elementary <strong>School</strong>s..........................................................................39<br />

Secondary <strong>School</strong>s ...........................................................................10<br />

Section 23 Programs ..........................................................................8<br />

Adult Education Centres ....................................................................6<br />

Continuing Education Centres ...........................................................7<br />

Alternative Education Sites ..................................................................<br />

Co-op <strong>School</strong>s ...............................................................................1<br />

Late <strong>School</strong>s ..................................................................................5<br />

Field <strong>School</strong>s ..................................................................................2<br />

Urban Aboriginal Alternative High <strong>School</strong> .....................................1<br />

Child Care Centres ............................................................................5<br />

Parenting and Family Literacy Centres ............................................... 4<br />

Number of Employees<br />

2100 Permanent and Casual<br />

Geographic Area<br />

70,534 square kilometers<br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 27


28<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>


<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong><br />

Closing the gap on student achievement<br />

Increasing the retention rate for all students 29


30<br />

Reaching to the Future<br />

www.adsb.on.ca<br />

Northern Area Office<br />

36 McKinley Street<br />

Wawa, ON P0S 1K0<br />

Phone: 705-856-2309<br />

Fax: 705-856-4332<br />

Raising the bar on student achievement<br />

Maintaining public confidence in our system<br />

Central <strong>Board</strong> Office<br />

<strong>Algoma</strong> <strong>District</strong> <strong>School</strong> <strong>Board</strong><br />

Education Centre<br />

644 Albert St. E.<br />

Sault Ste. Marie ON P6A 2K7<br />

Phone: 705-945-7111<br />

Toll Free: 1-888-393-3639<br />

Eastern Area Office<br />

50 Roman Ave.<br />

Elliot Lake, ON P5A 1R9<br />

Phone: 705-848-3661<br />

Fax: 705-848-9225<br />

<strong>2010</strong> Director’s <strong>Annual</strong> <strong>Report</strong>

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